Browsing by Subject "Serious games"

Now showing 1 - 8 of 8
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    Adquisición de competencias a través de juegos serios en el área contable: un análisis empírico
    (2018) Sol Calabor, María; Mora, Araceli; Moya, Soledad
    El actual sistema de educación superior se basa en un aprendizaje activo por parte del estudiante enfocado al desarrollo de competencias genéricas y específicas. En este contexto muchos autores defienden el uso de simulaciones que favorezcan dicho aprendizaje y, los denominados «juegos serios» (serious games [SG]) se adaptan a este reto. Sin embargo, el empuje que cabría esperar por el desarrollo de las nuevas tecnologías y de la llegada de los denominados «nativos digitales» a las aulas no es coherente ni con su grado de implantación ni con la escasa investigación desarrollada sobre la efectividad de su uso. Los objetivos de este estudio son describir una experiencia docente de implantación de un SG en el ámbito universitario de una materia de contabilidad de gestión y evaluar la adquisición de competencias tanto genéricas como específicas previamente definidas como objetivo de dicha materia, mediante el análisis de la percepción de los estudiantes. Se utilizan dos cuestionaros pre- y postactividad, y se concluye que, a priori, no parecen existir barreras ni tecnológicas ni demográficas para su utilización. Adicionalmente, los estudiantes perciben que el SG contribuye significativamente a la adquisición de las competencias. Observamos también de manera directa que se fomenta el trabajo en equipo. Este trabajo contribuye a la escasa investigación empírica sobre el uso y la potencialidad de los SG como instrumentos efectivos de aprendizaje, concretamente en el ámbito de la enseñanza universitaria en el área de gestión
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    Aprender historia a través del juego de realidad virtual inmersiva “Carthago Nova”. Propuesta de integración de un serious game en el proceso de enseñanza-aprendizaje
    (Universidad de Zaragoza, 2018-12-01) Arias Ferrer, Laura; Egea Vivancos, Alejandro; García López, Alfonso; Didáctica de las Ciencias Matemáticas y Sociales; Facultades de la UMU::Facultad de Educación
    The educational possibilities that the Immersive Virtual Reality (IVR) offers are nowadays unquestionable, although there are still few examples and proposals specifically designed for teaching purposes and educational contexts. This paper shows the first stages of an interesting initiative developed by Fundación Integra (Región de Murcia) that consist in the production of an IVR video game set in a specific historical setting as the Roman Theatre of Cartagena. This video game has been designed for HTC Vive and Oculus Rift. The video game is designed as a serious game, and it is complemented with a teaching proposal that contextualize the game and allows its introduction in the classroom. Although game and proposal has not been assessed yet in an evaluation study, the observation of the first pre-pilots suggests its positive value as it favours a more motivational and creative approach to History lessons.
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    Effects of gamification on preservice primary music teachers’ academic performance, motivation and technology acceptance
    (Intellectbooks, 2025-07-30) Soria-Vílchez, Alejandro; Palazón-Herrera, José; Expresión Plástica, Musical y Dinámica
    The main aim of this article is to evaluate the academic performance, motivation and level of technological acceptance of preservice primary music teachers. An integrated gamified resource has been designed with course content, based on a gamified system capable of tracking progress and examining academic performance, motivation and technological acceptance of the model created. The study sample comprises 58 music students in the final year of the Primary Education Degree at University CEU Cardenal Spínola (Seville, Spain). The methodology adopted was based on a pre-experimental design with a single group. Pre-and post-test questionnaires were used to measure academic performance, in addition to the Reduced Instructional Materials Motivation Survey (RIMMS) and the Unified Theory of Acceptance and Use of Technology Model (UTAUT) as instruments for measuring motivation and technological acceptance. Results revealed statistically significant differences in both academic performance and student motivation. A significant positive correlation was also identified between level of motivation and technological acceptance. Findings support the effectiveness of gamification as a pedagogical approach to enhance learning and foster motivation in the educational context.
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    IREDIA, el Secreto de Atram: un Videojuego para Educar en Valores
    (Universidad de Murcia, Servicio de Publicaciones, 2011) García-Tejedor, Alvaro; Peñalba, Olga
    Iredia, Atram's Secret is a 2D platform videogame for XBOX 360 and PC developed by the CEIEC of Universidad Francisco de Vitoria with the objective of making children between 8 and 11 years old aware and sensitive to the deafness problem by means of edutainment (use of videogames to educate and not only to entertain). The game explains basic issues of deafness in an adventure through the magical world of Iredia. It is organized in five levels, each one targeting a different educational objective related to hearing and hearing disorders. The developemnt was based in four main technologies: XNA, Tomahawk Engine, Levels Editor and SpriteSheet Packer.
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    Kokori, un Serious Game. La perspectiva de los estudiantes ante una propuesta de aprendizaje innovadora.
    (Universidad de Murcia, Servicio de Publicaciones, 2015) Bossolasco, María Luisa; Enrico, Roxana Judith; Casanova, Beatríz Adriana; Enrico, Eugenia Elizabeth
    This article shows the results of a learning experience which was proposed to the students to participate in a video game, considering this game as another activity in their learning process. The purpose of the study was to investigate the reasons why students chose to play / not to play as well as their beliefs about the feasibility of including such proposals in education and its potential benefits for learning. The analysis of the results was performed by focusing on motivational processes. First year students and teachers of the Biological Sciences degree took part in this experience. The results showed that the participation in the activity of playing the video game seems to have responded to extrinsic goals, but then by investigating the learning experience and the ability to replicate this type of academic activities in other contexts, it would apparently have generated a subsequent intrinsic motivation. The students came to play to take an evaluative exercise, but after having the experience of learning, it was incorporated as a significant and applicable experience in other learning contexts. Those environmental issues that could act as motivational elements are referred in the discussion, paying special attention to the design of academic activities.
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    Motivar y aprender con el móvil creando una aplicación para Android, mediante una metodología lúdica, constructivista y social
    (Universidad de Murcia, Servicio de Publicaciones, 2013) Lozano Ortiz, Isabel; Vicent Safont, Lluís; Luque Hernández, Alejandro
    Es común en nuestra sociedad el uso de teléfonos avanzados para llevar a cabo muchas acciones diferentes (actividades). Los adolescentes se desenvuelven muy bien con estas tecnologías, pero con frecuencia, el uso de estos dispositivos en las escuelas de secundaria es muy limitado, ya que no se entiende como un método de aprendizaje. Esta unidad didáctica está diseñada para guiar al alumno a lo largo del proceso, con el fin de construir su propia aplicación para Android, mientras que él / ella adquiere diferentes competencias. Todo el curso se ha planificado en una aplicación Android. Sin embargo, se clonó en un sitio web, ya que es un formato más común y puede ser reproducido en una multitud de dispositivos. La manera de conseguir este objetivo es mediante el uso de un método de aprendizaje llamado serious game, que consiste en pasar seis misiones diferentes. Para introducir al alumno en la historia, las misiones son presentadas con diferentes instrucciones mediante vídeos interactivos (por ejemplo, tweets, correos electrónicos o mensajes de Facebook). A lo largo del curso, el estudiante diseña, construye, ejecuta y publica su propia aplicación.
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    Principles for the design of a history and heritage game based on the evaluation of immersive virtual reality video games
    (SAGE Publications, 2021-07-01) Egea Vivancos, Alejandro; Arias Ferrer, Laura; Didáctica de las Ciencias Matemáticas y Sociales
    The extension of technology in current society has encouraged teachers to introduce products based on VR and IVR in their classrooms, especially video games. In this paper the specific role of video games in cultural heritage and history teaching is analyzed. Moreover, the results of recent research on the application of video games in Secondary Education is discussed. The results advocate taking into account principles such as Civic Education, Historical Relevance, Engagement, Applicability and Multimodality (what has been called the CREAM Model) in the design of a video game. These principles are especially important if the video game aims to introduce archaeological and/or historical contents into the classroom. This model has been implemented in the design of the IVR video game Carthago Nova, which is discussed as an exemplar of how the proposed principles can be engaged. The educational sequence, in which the video game is contextualized, reinforces its educational aims.
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    Serious games para el desarrollo de las competencias del siglo XXI
    (Universidad de Murcia, Servicio de Publicaciones, 2012) Romero, Margarida; Turpo Gebera, Osbaldo
    El desarrollo de las competencias para la ciudadanía del siglo XXI puede beneficiarse del uso de nuevas metodologías de aprendizaje, como los juegos digitales para el aprendizaje (Serious Games). En este estudio caracterizamos las competencias del siglo XXI, a partir de una revisión bibliográfica. Tras repasar la relevancia de las metodologías activas para el desarrollo de las competencias del siglo XXI (21st century skills), analizamos el interés específico de los Juegos Serios (Serious Games) para su logro, identificando aquellos juegos que pueden ser de interés para su concreción efectiva.